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SS8H11 Standards SS8H11 the Student Will Evaluate the Role of Georgia in the Modern Civil Rights Movement

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SS8H11 Standards SS8H11 the Student Will Evaluate the Role of Georgia in the Modern Civil Rights Movement © 2015 Brain Wrinkles SS8H11 Standards SS8H11 The student will evaluate the role of Georgia in the modern civil rights movement. a. Describe major developments in civil rights and Georgia’s role during the 1940s and 1950s; include the roles of Herman Talmadge, Benjamin Mays, the 1946 governor’s race and the end of the white primary, Brown v. Board of Education, Martin Luther King, Jr., and the 1956 state flag. b. Analyze the role Georgia and prominent Georgians played in the Civil Rights Movement of the 1960s and 1970s; include such events as the founding of the Student Non-Violent Coordinating Committee (SNCC), Sibley Commission, admission of Hamilton Holmes and Charlayne Hunter to the University of Georgia, Albany Movement, March on Washington, Civil Rights Act, the election of Maynard Jackson as mayor of Atlanta, and the role of Lester Maddox. c. Discuss the impact of Andrew Young on Georgia. © 2015 Brain Wrinkles © 2015 Brain Wrinkles SS8H11a • The white primary system helped white supremacists control Georgia’s politics because it only allowed whites to vote in statewide primary elections. • The white primary system completely cut African Americans out of the political process. • In 1944, the Supreme Court struck down a similar white primary system in Texas, ultimately leading to the end of Georgia’s white primary in 1946. © 2015 Brain Wrinkles • 1946 also saw one of the most controversial episodes in Georgia politics. • Eugene Talmadge was elected governor for the fourth time, but he died before he could take office. • Many of his supporters knew that he was ill, so they scratched his name off the ballot and wrote in his son’s name, Herman Talmadge. • The state legislature chose between the two people with the largest number of write-in votes, and Herman Talmadge won. © 2015 Brain Wrinkles • Progressive Ellis Arnall, who was governor at the time, did not want Talmadge to win because he would continue his father’s harsh policies. • Arnall resigned so that lieutenant governor Melvin Thompson could take over. • Talmadge took the governor’s office by force and seized control of the Governor’s Mansion, while Thompson set up an alternate governor’s office in downtown Atlanta. • The Georgia Supreme Court finally stepped in and ruled that Thompson was to serve as acting governor until a special election could be held to settle the matter. © 2015 Brain Wrinkles • Like his father, Herman Talmadge ran a race based on white supremacy. • He served as Georgia's governor from 1948 to 1955 and was incredibly popular among the state’s white Democrats. • Talmadge made significant advances in public education during his time in office. • In 1956, Talmadge won a seat in the United States Senate, where he served until 1980. © 2015 Brain Wrinkles Herman Talmadge © 2015 Brain Wrinkles • In 1956, the Georgia Assembly approved the state’s most controversial flag. • The 1956 flag greatly offended African Americans and progressive whites because two-thirds of it looked like a Confederate battle flag. • Most people believed the legislature’s new flag decision to be symbolic of Georgia’s resistance to the federal government’s integration laws. • The flag represented Georgia for 45 years until it was finally replaced in 2001. © 2015 Brain Wrinkles Present Flag 1956 to 2001 Flag © 2015 Brain Wrinkles © 2015 Brain Wrinkles SS8H11a • Throughout the US’ history, many African Americans were treated like second-class citizens, especially in the South. • They were forced to live in segregated housing, attend segregated movies, and use segregated facilities such as restrooms, water fountains, and waiting rooms. • During the Civil Rights Movement, African Americans fought against racial discrimination and segregation. © 2015 Brain Wrinkles © 2015 Brain Wrinkles • One of Georgia’s early influential voices was Benjamin Mays, the son of former slaves who grew up to be a very educated man. • Mays was a minister and educator who became president of Atlanta’s Morehouse College in 1940. • He spoke out against segregation and strongly believed that all human beings should be treated with respect and dignity. © 2015 Brain Wrinkles In 1936, Benjamin Mays went to India to meet with Mohandas Gandhi, where he learned of nonviolent protest. © 2015 Brain Wrinkles • Mays was a highly intelligent and influential man who became known for expressing his views on segregation during lectures attended by his students. • He preached to his students about the changes that needed to occur in social policies because racial injustices went against the United States’ democratic principles. • Mays also taught them to challenge the segregation laws that restricted their human rights. © 2015 Brain Wrinkles Benjamin Mays passed along his nonviolent ideas to his mentee, Martin Luther King, Jr. © 2015 Brain Wrinkles • Mays’ lectures had a tremendous impact on one of his students—Martin Luther King, Jr. • King graduated from Morehouse with a Ph.D. and became an ordained minister. • He became a national hero and the recognized leader of the Civil Rights Movement after successfully leading the Montgomery Bus Boycott. • The Boycott ended when the Supreme Court ordered Montgomery to desegregate their public transportation. © 2015 Brain Wrinkles © 2015 Brain Wrinkles • King was an extremely gifted man who preached nonviolent civil disobedience against unfair laws. • He believed that African Americans could gain their rights by protesting, but that the protests should be peaceful. • King formed a group called the Southern Christian Leadership Conference to lead anti-discrimination marches and protests throughout the South. © 2015 Brain Wrinkles • King believed that African Americans would win their rights quicker if they refused to engage in violence. • Many African Americans and some whites held nonviolent marches and boycotts across the country. • At times, the nonviolent actions from civil rights workers received violent reactions from white people. • As people around the nation saw peaceful protestors being beaten by angry mobs and policemen, the movement gained support. © 2015 Brain Wrinkles © 2015 Brain Wrinkles © 2015 Brain Wrinkles • Schools were another place where blacks and whites were segregated. • In 1954, Oliver Brown sued the board of education in Topeka, Kansas because the schools were segregated. • His third grade daughter, Linda, had to travel one mile to get to her black school, even though the white school was a lot closer. © 2015 Brain Wrinkles © 2015 Brain Wrinkles Linda Brown © 2015 Brain Wrinkles • Linda Brown’s lawyer was Thurgood Marshall. • He argued the case before the U.S. Supreme Court that having separate schools violated the 14th Amendment to the Constitution. © 2015 Brain Wrinkles In 1967, Thurgood Marshall became the first African American Supreme Court Justice. © 2015 Brain Wrinkles • The US Supreme Court heard the case Brown v. Board of Education. • In 1954, the Supreme Court handed down a unanimous decision that greatly impacted Georgia and the rest of the South. • The court ruled that segregation was unconstitutional, and public schools across America began to integrate. © 2015 Brain Wrinkles © 2015 Brain Wrinkles The National Guard escorts 9 African American students to their high school in Little Rock, Arkansas. © 2015 Brain Wrinkles • This case overturned the earlier 1896 Plessy v. Ferguson case that declared the “separate but equal” doctrine. • Even though all 9 of the justices ruled that any separation would not be equal, many southern states refused to segregate their schools. • Georgia’s governor, Herman Talmadge, strongly opposed the decision and encouraged Georgia’s legislature to rebel against the ruling. © 2015 Brain Wrinkles Thank you so much for downloading this file. I sincerely hope you find it helpful and that your students learn a lot from it! I look forward to reading your feedback in my store. If you like this file, you might want to check out some of my other products that teach social studies topics in creative, engaging, and hands-on ways. Best of luck to you this school year, Ansley at Brain Wrinkles © 2015 Brain Wrinkles © 2015 Brain Wrinkles. Your download includes a limited use license from Brain Wrinkles. The purchaser may use the resource for personal classroom use only. The license is not transferable to another person. Other teachers should purchase their own license through my store. This resource is not to be used: • By an entire grade level, school, or district without purchasing the proper number of licenses. For school/district licenses at a discount, please contact me. • As part of a product listed for sale or for free by another individual. • On shared databases. • Online in any way other than on password-protected website for student use only. © Copyright 2015. Brain Wrinkles. All rights reserved. Permission is granted to copy pages specifically designed for student or teacher use by the original purchaser or licensee. The reproduction of any other part of this product is strictly prohibited. Copying any part of this product and placing it on the Internet in any form (even a personal/classroom website) is strictly forbidden. Doing so makes it possible for an Internet search to make the document available on the Internet, free of charge, and is a violation of the Digital Millennium Copyright Act (DMCA). Clipart, fonts, & digital papers for this product were purchased from: Thank you, Ansley at Brain Wrinkles © 2015 Brain Wrinkles.
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